Developing Number Sense in Your 3rd Grade Classroom
There are many ways to help students develop Number Sense. The most important part of the process is working on it a little each day using activities that are purposefully designed to help students explore numbers and number relationships. Let's focus this page on developing Number Sense using Count Around the Circle Routines.
Count Around the Circle Routines
Did you notice that when I charted this number series I did not begin in the top left corner. 
Count Around the Circle is a type of skip-counting activity. By adding just one simple element to the counting activity, it becomes a rich mathematical activity that is a powerful tool for building Number Sense.
The Basics
To begin learning this routine, start with something that is not too scary – perhaps even simplistic – don't worry, you'll accelerate once students get the hang of it.
Begin by having students stand in a circle – with practice, this can be a seamless process that takes mere seconds to accomplish. You can also use this as a regular routine when students are lined up for Music or P.E. and just count straight down the line.
So, let's start with an easy one:
Tell your students that you want to count by 2's. The teacher is always the one to begin the counting sequence. You say "2". The child next to you says "4", the next child says "6" and so on. Okay, so let's mix it up a bit. Count by 2s again but this time begin counting on "3" (the next child would say "5") or perhaps 84 is your beginning place. Have students count around the circle until everyone has a turn.
You Are Now Ready for Phase II
Alright, let's turn it up a notch. After announcing the counting pattern (i.e. count by 5s) but before actually beginning, ask students to predict what number the last person will say and to explain how they know. This gets more challenging as your increase the rigor of the pattern.
Ready for Phase III?
Have some fun with the activity. Rev up the challenge. Try the addition version! Begin by saying
1+1=2". The next students says "2+1=3". Then "3+1=4" and so on. How about +3? Begin with with "1+3=4". The next student says "4+3=7". Then "7+3=10".... You get the idea.
Making It Meaningful
One of the most powerful ways to make this activity meaningful is to CHART IT. Write down each number that the students say – be sure to plan ahead because where and how you write the numbers makes a difference.
Take a look at this example: Let's Count Around the Circle by 10s beginning with 34
As students count, you will record their numbers on a chart or dry erase board to use after the last student has counted. Mistakes in the counting can be powerful tools for learning, so don't let an error scare you or your students – instead, USE IT as an opportunity to learn.
- Why do you think I did that?
- What mathematical purpose does writing it this way serve?
- How does writing it this way allow us to discuss the patterns create?
And There It Is!
We can make the activity more powerful by charting the numbers our students say and then having a discussion at the conclusion of the activity about the PATTERNS and RELATIONSHIPS that we created.
* TIP: You may be able to use some ideas from the other grade level pages with some simple modifications. Check 'em out!
